Dunkys Day Nursery Culcheth

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About Dunkys Day Nursery Culcheth


Name Dunkys Day Nursery Culcheth
Inspections
Ofsted Inspections
Address Thompson Avenue, Culcheth, Warrington, Lancashire, WA3 4EB
Type Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Warrington
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are very happy at the beautifully presented nursery. They have formed strong bonds with the nurturing staff and with each other. Children have adapted well to the changes implemented following the COVID-19 (coronavirus) pandemic.

They confidently leave their parents at the door and quickly settle into the nursery routine. The well-organised environment promotes children's natural curiosity and eagerness to learn. Children's behaviour and high levels of patience are impressive.

They learn about the nursery rules and boundaries and what is expected of them. Children are kind and friendly towards each other.Physi...cal development is a strength at the nursery.

Children have lots of opportunities to safely exercise their large muscles as they run, jump and climb. Young children have exceptionally good fine motor skills. They hold a pen with great confidence and concentrate intently as they draw 'a flower'.

Children are well prepared for the next stage in their learning.Partnerships with parents are strong. Staff have worked hard to maintain a good level of communication throughout the pandemic.

Parents receive lots of information that helps them to extend children's learning at home. They feel happy and comment that staff 'go above and beyond for the children'.

What does the early years setting do well and what does it need to do better?

Overall, children benefit from an interesting and well-balanced curriculum.

Leaders are clear about what they want children to learn during their time at the nursery. Staff observe children frequently and plan activities that build on their prior knowledge. Any gaps in learning are swiftly identified and addressed.

All children, including those with special educational needs and/or disabilities, make good progress.Staff in the toddler and pre-school rooms promote children's communication and language well. Children confidently learn the words to familiar songs, answer questions and predict what might happen in books.

However, the curriculum for communication and language is not as well implemented in the baby room. Occasionally, staff do not support babies to learn new words and develop their speaking skills further.Children are motivated and show high levels of engagement.

They are enthralled when mixing together various ingredients with water. Children learn to manipulate, pour and transfer the mixture with precision. They talk about the differences they notice when adding more or less water.

Children explore and add a selection of different flowers and herbs. They are proud to show staff their creation of 'lavender noodles'.Older children are excited when they find a slug and a spider in the 'curiosity cube'.

They confidently talk about the different characteristics of the two creatures. For example, children discuss how many legs a spider has. Staff ask lots of open-ended questions that promote discussion and extend children's thinking skills.

They challenge children to remember different creatures they have found in the garden and their characteristics.The key-person system is robust. Staff get to know children well.

This helps children to feel safe and secure and develop their independence. Children are confident to wash and dry their hands, serve their own food and skilfully pour their own water. They are reassured to know that staff are close by to support them when required.

Children receive a healthy, balanced diet at the nursery. They have the opportunity to grow and cook their own vegetables during weekly cookery classes. Children learn about and taste a wide variety of different foods.

They discuss the similarities and differences between foods from different cultures. This helps children to learn about the world they live in.Leaders place high priority on staff well-being.

Staff are happy and feel well supported in their roles. They have regular access to training and opportunities to share their views and opinions. However, not all staff receive accurate performance feedback frequently enough.

This means there are some inconsistencies in the quality of education across the nursery. For instance, staff do not always ensure that activities are differentiated, and some children become distracted and less engaged during adult-led activities.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff have a good knowledge and understanding of their responsibilities to keep children safe. They can discuss the signs and symptoms of abuse and what would concern them about a staff member's behaviour. Staff are confident with the procedures for referring concerns about children or staff.

They understand the importance of reporting safeguarding concerns beyond senior managers if they were ever unhappy with the response to any concerns raised. Staff understand how to recognise if children or families are at risk of being drawn into extreme behaviours.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the quality of the curriculum for communication and language development in the baby room provide staff with sharply focused feedback, more frequently, to help to raise the quality of education to the highest level.